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NEGRO ATTITUDES TOWARD CERTAIN WAEUCONNECTED PROBLEMS 


0000B7 


A Comparison of Negro and White Reactions on 
Economic and Educational Levels 



*r 



Based on two national surveys of public opinion: 

Interviewing periods: December 26, 19^1 - January 7» 19*+2 
and January 29, 19^-2 - February 12, 19^2 

Date of Report ~ March 9» 19^2 


Study Planned and Summarized by the Polling Division, 
Bureau of Intelligence, OFFICE OF FACTS AITD FIGURES, 
in Collaboration with the National Opinion Research 
Center of the University of Denver 












Negro Attitudes Toward the War 



Table of Contents 


Page No. 

Foreword 
Summary 

Discussion of Attitudes Toward the War 
Tables: 

1. Outcome of War 

2. Length of War 

3. Number one enemy - earlier study 

4. Number one enemy - later study 

5. All-out war - oarlier study 

6. All-out war - lator study 

7. Cooperation with allies vs. isolation 

8. Information on 1end-lease aid 

9. Opinions on lond-loase aid 

10. Government handling of war news 

11. Appointment of government spokesmen for war nev/s 

Discussion of Attitudes Toward Civilian Defense 9 

Tables: 

12. Participation in the War Effort 

13. Frustration of desire to participate 

14. Administration of Civilian Defense 

15 . Purchases of Defense Bonds and Stamps 

16. Familiarity with Defense Bonds a.nd Stamps 

Discussion of Attitudes Toward Rising Prices and Govern¬ 
ment Regulation l4 

Tables: 

17* Price rises since December, 194l 

18. Reasons for Price Rises 

19. Price rises during the next year 

20. Government rogila/tion of Prices 

21. Government regulation of Wages 

22. Knowledge of present government price regulation 


h w n 






NEGRO ATTITUDES TOWARD the war 


FOREWORD 

In a national survey of public opinion conducted 
during the two weeks preceding January 7* 19^2, 28S Negroes 
were interviewed. In a similar study ending February 12, 1942, 
444 Negroes were interviewed. This report is based on these 
two studies. 


For purposes of tabulation, Negroes were kept as a 
separate economic group in both these studies. Thus, it is 
possible to examine Negro reactions in comparison with the re¬ 
actions of poor Whites and other Whites. 

In this report, one further analysis is attempted. 
Each economic level is broken into two education groups: those 
with grammar school education or less, and those with some high 
school education or more. This division makes it possible in 
studying Negro attitudes to examine differences between the bet¬ 
ter educated and the less educated. It is possible, moreover, 
to study the differences between Negroes and Whites on these 
two levels of education. 

Since some cases were net ascertainable on educa¬ 
tional level, the sample is reduced to 2S6 Negroes on the 
first study, and 443 on the second. 













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• . • . 


• 









TORO ATTITUDES TOWARD THE WAR 


2 


Summary 


More significant than any apparent racial differences 
between Negroes and Whites is the finding that Negro attitudes 
toward the war are seemingly less crystallized than those of 
White persons. Especially among Negroes with little formal 
education, large ’’Don't Know" factors appear in response to 
questions regarding opinions as to the length of the war; selec¬ 
tion of the number one enemy; the advisability of an all-out 
war against Japan; and cooperation with our allies as opposed 
to isolation. 

One explanation for this may be that the war has not 
impinged closely upon many Negroes — they do not feel a 
personal relationship with it. Many of them seem to feel dis¬ 
connected and aloof from the war. On the other hand there may 
be a certain number of Negroes who are avoiding, for one reason 
or another, giving definite opinions on some of these crucial 
questions. And in any case the large number of "Don't Knows" 
would appear to be significant as it characterizes the Negro 
population. Those who do express opinions follow the general 
pattern of Whites of the same educational and economic level, 
but those without opinions (or those who have opinions and will 
not express them) hold the balance of power. 

On the Civilian Defense front, Negroes again show a 
lack of knowledge of the activity in general. This lack of 
knowledge does not necessarily imply a lack of interest, since, 
at least among better educated Negroes, over one-third want to 
do more than they are now doing, particularly in active Civil¬ 
ian Defense work. Less educated Negroes appear to be least 
eager of all groups to take on more volunteer work. 

Purchasing of Defense Bonds and Defense Stamps is so 
largely controlled by economic status that it is not surpris¬ 
ing to note that Negroes as a group are buying less than the 
Whites. They are also less familiar with the size and price 
of bonds and stamps. 

Negro sensitivity to rising prices is another result 
of their low standing on the economic scale. They fervor govern¬ 
ment regulation of prices and wages more than any other group, 
probably as measures of protection for themselves. 








3 . 


Attitudes Toward the War 


Certainty In their opinions as to the outcome of the war, Negroep 

of 

Victory were more cautious in their answers, if not more pessimistic, 
than were Whites.* 

Educated Negroes were more inclined than other educa¬ 
ted groups, with the exception of the prosperous, to feel that 
the allies will win the war "but will have to make concessions 
because the Axis powers will still be strong. 

The Negroes were also cautious in that fewer of them 
than of the Whites felt that the allies will win the war and be 
able to dictate the peace terms. (Table No. l) 

Length Educational differences showed a marked effect on 

of 

War opinion as to how much longer the war will last. Better educa¬ 

ted Negroes fell in with educated groups on all economic levels 
in feeling that the war will bo a long one,** Better educated 


* The question was asked; “Which of these statements comes 
closest to the way you feel the war will end? (l) There 
is no question but that the United States and her allies 
will win the wax and be able to write the peace terms. (2) 
We’ll win the war all right, but the losers will be strong 
enough so WE will have to make some concessions too. (3) 

We won’t be defeated, but neither will the Axis — the war 
will end in a draw. (4) I’m afraid the Axis powers have a 
pretty good chance to win the war,” 

** The question was asked; ’’About how much longer do you think 
the war v/ill last?” 














4 • 


Negroes, in fact, led all others in feeling that the war would 
last over five years, and trailed only the letter educated 
prosperous Whites in feeling that the war would last over three 
years. 


Negroes in general, however, were more inclined to 
have no opinion as to the length of the war than were Whites, 
(Table No, 2) 

Number One In the earlier of the two studies with which this re- 

Enemy 

port is concerned, the Negroes agreed with the poor Whites on 
both educational levels in their answers to a question as to 
who was the number one enemy in the war,* The educated Negroes 
were more inclined to pick Germany over Japan as the principal 
foe than were the relatively uneducated. This tendency showed 
on all economic levels, (Table No. 3) 

In the later study, there were marked educational dif¬ 
ferences in this respect. Negroes on both educational levels 
lagged behind the corresponding Whites in considering Germany 
the number one enemy. Even so, more than half of the educated 
Negroes felt Germany was the number one enemy. (Educated Whites: 
6 lEducated Negroes: 51$*) One-third of the less educated 


♦ 


This question was asked on both surveys: n Which do you think 
we should consider our number one enemy — Japan or Germany?” 






4 








5. 


Negroes felt this way. Of primary importance here is the fact 
that among less educated Negroes, almost a third had no opinion 
as to the number one enemy and that among the better educated 
Negroes, one out of six had no opinion — as compared to a 
national ^Don*t Know n figure of less than 10 per cent. (Table 

No. 4) 

All-out In both studies , respondents were asked whether we 

War vs. 

Defensiv e should fight an all-out war against Japan or attack only mili¬ 
tary objectives.* Negroes of both educational levels apparently 
tended to favor an all-out war less than did Whites, but their 
feelings on the matter were no more affected than were those of 
the Whites by the possibility of the Japanese attacking our 
cities.** Furthermore, there was no significant difference be¬ 
tween Whites and Negroes in percentages who favor attacking 
only military objectives. This apparent contradiction is ex¬ 
plained by the fact that between IS and 19 per cent of the 
Negroes had no opinion on this subject. These Negroes with no 
opinion could swing the balance one way or the other. (Tables 
No. 5 and 6) 


* This question was asked on both surveys: n In the war against 

Japan, do you think we should; A. Fight an all-out war in¬ 
cluding bombing of Japanese cities? or 3, Attack only their 
navy and other military objectives? 11 

** If the respondent favored an all-out war, he was asked: 

M Would you be willing to have us bomb Japanese cities even 
though it meant Germany and Japan would bomb ours in return? ,f 








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Lend - 
Lease 


6 . 

The tendency of Negro thought, however, may he reflec¬ 
ted in the fact that they were more inclined than Whites to feel 
that we should concentrate on building up our home defenses in¬ 
stead of cooperating with Britain and Russia to hurt Germany 
wherever possible,* Caution should be observed, however, in 
interpreting these results because, among the better educated 
Negroes, a majority favored cooperation as against isolation. 

And among the less educated Negroes, 19 per cent have no opin¬ 
ion on the subject. Of those who did express an opinion, just 
under half favored cooperation. But those who had no opinion 
again held the balance of power, (Table No, 7 ) 

Negroes on both educational levels were less 
inclined than the Whites to feel that lend-lease aid to Britain 
and Russia has stayed the same since we got into the war,** 

The better educated Negroes were more inclined to feel we are 
sending less and the less educated to feel we are sending more . 
(Table No, 8) Negroes were also less inclined to feel that we 


* The question asked was: "Which of these two statements comes 

closest to how you feel we should now fight the war against 
Germany? 1. Cooperate with Britain and Russia to hurt Ger¬ 
many wherever we can do it best, or 2. Concentrate on build¬ 
ing up our home defenses so as to be able to fight off Ger¬ 
many if she attacks us?” 

** The question asked was: "Since we got into the war, from 
what you have heard, do you think v/e have been sending more, 
about the same amount, or less supplies to Britain and Russia?" 



















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7 . 


ought to send the same amount of supplies, which accounts for 
the fact that they led the Whites in feeling that we ought to 
send less and also in feeling that we ought to send more.* In 
general, of those who expressed definite opinions as to whether 
we should send more or less, the ratio among Negroes is about 
equal to the ratio among whites. (Table No. 9 ) 

Govern- On both educational lcvols, Negroes reacted in very 

ment * s 

War News much the same manner as poor Whites on the matter of releasing 
Policy 

war news.** Although a majority favored releasing news as soon 
as confirmed — and this majority was greater among the educa¬ 
ted than among the uneducated —■ they showed a greater tendency 
than did prosperous Whites and those of average means to want 
to hold bad news until it can be released with good news, and 
a somewhat smaller tendency to favor not releasing news of 
losses at all. (Table No. 10) 



-i 

V 


The question asked was: “What do you personally feel we 
should do now about sending supplies to Britain and Russia? 
Do you think we should send more, about the same amount, or 
less than we were sending before we got into the war? (if 
’'less") Do you think wo should stop sending any supplies at 


all? " 


** The question asked was: “Which of theso statements comes 
closest to how you feel the Government should handle news of 
any losses suffered by our armed forces? 1. Not release 
news of such losses at all because it might encourage the 
enemy and discourago our own people. 2. Hold up bad news 
of this kind at least until some good news 
can be released with it. 3» Release news about such losses 
as soon as they are confirmed, so long as the news doesn’t 
actually help the enemy,“ 













*«* 











•« 










Official 

Spokesman 


Summary 


« 


S. 


On the question of appointing government spokesmen 
to report the news, the less educated Negroes showed 21 per 
cent with no opinion.* Educated Negroes favored the plan hy 
more than two to one — much more so than did the better edu¬ 
cated Whites. (Table No. 11). 

Negroes tended to be cautious in their expressed 
attitude toward the war. A large percentage of them reported 
having no opinion to questions on war attitudes* This was par¬ 
ticularly true of Negroes with little formal education. The 
group who have no opinion probably includes those to whom the 
war has not been made a personal thing, who do not quite see 
their own connection with the war effort. It may also include 
those who for one reason or another are reticent in expressing 
their opinions. Holding education constant and considering 
economic standing, the Negroes do not differ radically from 
the Whites. 


* The question asked was: “Which of these two ways of releas¬ 

ing war news do you favor? 1. Let newspaper reporters and 
radio commentators handle the war news as they are doing now, 
or 2. Have official Government spokesmen write the war news 
for the papers and broadcast it over the radio? tt 












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9 


Negro Participation in Civilian Defense 

Sense of Among Negroes with at least some high school educa- 

Participation 

tion seven out of every ten felt that they were doing something 
to help the total United States war effort.* This figure was 
approximately the same as that reported for the entire popula¬ 
tion. Among less educated Negroes, a little over half felt 
that they were helping. Better educated Negroes were about 
ten per cent ahead of better educated poor Whites in this 
respect, but less educated Negroes were six per cent lower 
than less educated poor Whites. As groups, however, the Negroes 
and the poor Whites were about equal in their response, and 
both were about fifteen to twenty per cent behind the Whites 
of average and above average means in feeling that something 
they were doing was contributing to the war effort. Obviously, 
they do not have the sense of participation shared by the 
higher economic groups. 

When asked what sort of things they were doing to 
help, nine per cent of the better educated and three per cent 
of the less educated Negroes said they were doing active Civiliar 
Defense work. On both educational levels, mentions of active 
Civilian Defense work were most frequent among the prosperous 

*The question was asked: Do you feel that anything you your¬ 
self arc now doing is helping the total U. S. war effort? 


















; • 


, r-i 




•. •; ( 


















10 


Frustration 


and followed a descending line as economic level went down, 
with the Negroes practically excluded. (Active Civilian 
Defense work — Prosperous Educated: - 33^5 Prosperous Unedu¬ 
cated 18$). 

Better educated Negroes mentioned purchasing defense 
bonds as part of their contribution to the war effort more 
frequently than did any group on the same educational level. 
Twenty-nine per cent of the better educated Negroes considered 
their purchase of Defense Bonds important enough to mention as 
part of their contribution, as compared to nineteen per cent 
of the better educated poor Whites. On the level of less 
formal education, however, the economic factor came into play, 
and of less educated Negroes, fourteen per cent reported buy¬ 
ing bonds, as compared to thirty-two per cent of the prosperous 
uneducated Whites, twenty-six per cent of the Whites of average 
wealth, and sixteen per cent of the poor Whites. (Table 12). 

x 

Frustration among the Negroes insofar as participa¬ 
tion in Civilian Defense activities is concerned showed marked 
educational differences. Negroes with at least some high 
school education led all other groups in feeling that there 
was some volunteer activity which they would like to do, and 
would have time to do, but wore not doing.* Thirty-six per 

*The question asked was: Is there any sort of volunteer war 
activity you would like to do, and would have time to do, but 
are not doing? (If "yes") What sort of activity? 









• r 











IX 


cent of them wanted to do more, as compared, with a national 

average of thirty per cent. Most frequently mentioned, types 
of activity desired by the better educated Negroes were active 
Civilian Defense work and Medical or Nursing work — in both 
of which categories they led all other groups. 

The less educated Negroes appeared to be least eager 

V 

of all groups to take on more volunteer work. Twenty-two per 
cent of them wanted to do more than they were doing. But the 
important factor here is those who answered "Don't Know" to the 
question. Twenty-one per cent of the Negroes with little formal 
education apparently had given no thought to the matter of 
volunteer war work, since they did not know whether they would 
like to do more. (Table 13). 

Administra- In studying opinions as to the efficiency of the 

tion of 

Civilian administration of Civilian Defense, educational differences 
Defense 

appeared less significant than in other questions. The better 
educated on ell economic levels were inclined to be more criti¬ 
cal of Civilian Defense administration .* Negroes as a class 
were just slightly more critical than Whites. But the important 
factor in considering this question is that 29 per cent of all 
persons interviewed confessed to lack of knowledge on the 
subject. Among the Negroes on both educational levels, this 
"don't know" factor rose to P er cent; in this respect, they 

♦The question asked was: How do you feel about the way Civilian 
Defense is being run in your Community? Do you think it is 
being run very well, only fairly well, or poorly? 











• • 












■> 








12 


were no worse informed, than the poor Whites, with the other 
Whites slightly better informed. (Table 14). 

Defense Asked directly whether they were purchasing defense 

Bond Pur¬ 
chasing bonds or stamps, Negroes reported buying them less frequently 

than Whites.* But this fact is largely attributable to the 
economic factor, since purchasing becomes less frequent as 
economic level descends. There were marked educational differ¬ 
ences on all levels, and this was particularly true of the 
Negroes. Seventeen per cent of the less educated Negroes 
reported that they themselves, or someone else in their family 
were buying bonds or stamps, as compared with 42 per cent of 
the better educated Negroes. (National total for all persons: 

59$)** 


This again probably reflects an economic factor at 
work. The relatively uneducated Negroes are probably the 
poorest group, while the better educated Negroes may actually 


* The questions asked were: "(Ask of salary and wage earners 
only) Has your employer put in a plan by which you can buy 
defense bonds by setting aside a part of your pay for that 
purpose every payday? (If "yes") Are you buying any bonds 
this way? (Ask of salary and wage earners only) Have you 
(or your husband or wife, if married) bought any defense 
bonds or stamps in any other way? (Ask of all others) Have 
you (or your husband or wife, if married) bought any defense 
bonds or stamps yet?" 

**There is undoubtedly some exaggeration in these figures on 
Defense Bond purchasing, since there is a certain amount of 
feeling that it may be unpatriotic not to have bought bonds 
or stejnps in these times. 






\ 



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13 


Summary; 


rate higher in economic status than do some of the Whites. 

For instance, the better educated Negroes led the less educa¬ 
ted poor Whites in purchasing defense bonds and stamps (42% 
as against 34%). (Table 15) 

In line with their lower purchasing, and with their 
general lack of information on many questions, Negroes as a 
group showed less familiarity with the face value and price of 
defense bonds and stamps than did other groups.* More than 
half of the Negroes who never went to high school knew neither 
the size nor the price of the smallest defense stamp. Here 
again, the controlling factor was largely economic, although 
educational differences appeared on all economic levels. The 
prosperous were most familiar with the denominations of bonds 
and stamps, and familiarity decreased as economic level went 
down. Here again, the better educated Negroes showed greater 
familiarity with bonds and stamps than did the relatively less 
educated poor Whites. (Table l6). 

The degree of Negro participation in Civilian Defense 

appeared to be largely controlled by the educational level of 

the Negro. Where differences seemed to depend on economic 

status, the better educated Negroes were consistently ahead 

*The questions asked were: "From what you have heard, how 
much do you have to pay for the smallest defense stamp you 
can buy? What’s the smallest defense bond you can buy and 
how much does it cost?" 















J 


vS • » i 








14 


of the less educated poor Whites. Educated Negroes showed 
the greatest frustration of their desires to participate, 
especially in active Civilian Defense work. Notable is the 
fact that of all groups, the relatively less educated Negroes 
were least informed about practically all phases of Civilian 
Defense activities. 


Rising Prices and Government Regulation 


Negroes are more sensitive than Whites to rises in 
prices, but this is probably due to their lower economic stand¬ 
ing. They favored government regulation of prices and wages, 
somewhat more than other groups, probably as a protective mea¬ 
sure for themselves, but threet-f ourths of the uneducated Negroes 
did not know that the Government is now regulating prices. In 
this entire section, Negroes followed an economic pattern rather 
than one based on education or race.* (Tables 17, IS, 19, 20, 

21 , & 22 ) 


*The questions asked were: "Since we got into the war in 
December, have you found that prices on most things around 
here have gone up, stayed the same, or gone down? A. (If "up") 
Quite a bit or only a little? 3. (If "up") What do you think 
has been the chief reason why prices have been going up?" "Do 
you expect that in the next year prices on most things around 
here will go up, stay the same, or go down? A. (If "up") 

Quite a bit or only a little. B. (If "depends") On what?" 

"How do yon feel about having the Government regulate prices — 
in general, are you for it or against it?" "How do you feel 
about having the Government regulate salaries and wages — in 
general, are you for it or against it?" "Prom what you have 
heard, is the Government regulating prices on anything now? 

(If "yes") Is it your understanding that they are now regulat¬ 
ing retail prices, wholesale prices, or both?" 










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